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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8870

Title: Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis
Authors: Biza, Irene
Christou, Constantinos
Zachariades, Theodossios
Keywords: Tangent line
Concept image
Analysis
Issue Date: 2008
Publisher: Taylor and Francis © British Society for Research into Learning Mathematics
Citation: BIZA, I., CHRISTOU, C. and ZACHARIADES, T., 2008. Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis. Research in Mathematics Education, 10 (1), pp. 53-70
Abstract: The tangent line is a central concept in many mathematics and science courses. In this paper we describe a model of students’ thinking – concept images as well as ability in symbolic manipulation – about the tangent line of a curve as it has developed through students’ experiences in Euclidean Geometry and Analysis courses. Data was collected through a questionnaire administered to 196 Year 12 students. Through Latent Class Analysis, the participants were classified in three hierarchical groups representing the transition from a Geometrical Global perspective on the tangent line to an Analytical Local perspective. In the light of this classification, and through qualitative explanations of the students’ responses, we describe students’ thinking about tangents in terms of seven factors. We confirm the model constituted by these seven factors through Confirmatory Factor Analysis.
Description: This article was published in the journal, Research in Mathematics Education [Taylor and Francis © British Society for Research into Learning Mathematics]. The definitive version is available at: http://www.tandfonline.com/doi/abs/10.1080/14794800801916457
Version: Accepted for publication
DOI: 10.1080/14794800801916457
URI: https://dspace.lboro.ac.uk/2134/8870
Publisher Link: http://www.tandfonline.com/doi/abs/10.1080/14794800801916457
ISSN: 1479-4802
Appears in Collections:Published Articles (Mathematics Education Centre)

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